Uncovering the Underrepresentation of Gifted Students of Color and Indigenous Students: Demystifying the Inequitable Gifted Identification Process in Minnesota's Gifted Programs- [electronic resource]
Uncovering the Underrepresentation of Gifted Students of Color and Indigenous Students: Demystifying the Inequitable Gifted Identification Process in Minnesota's Gifted Programs- [electronic resource]
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214095921
- ISBN
- 9798380410328
- DDC
- 379
- 서명/저자
- Uncovering the Underrepresentation of Gifted Students of Color and Indigenous Students: Demystifying the Inequitable Gifted Identification Process in Minnesotas Gifted Programs - [electronic resource]
- 발행사항
- [S.l.]: : University of Minnesota., 2022
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2022
- 형태사항
- 1 online resource(200 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
- 주기사항
- Advisor: Demerath, Peter.
- 학위논문주기
- Thesis (Ph.D.)--University of Minnesota, 2022.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약In Minnesota, most Students of Color and Indigenous Students are identified as gifted at rates lower than their White peers. Despite the presence of state level legislation and a state level budget for gifted education, school districts across Minnesota fall short in identifying many students who identify as Black, Indigenous, and People of Color (BIPOC). This mixed methods study was conducted via an online survey and group interviews of members of the Minnesota Council for the Gifted and Talented and a gifted school located in the Twin Cities metro area. Preliminary findings suggest that parental advocacy plays a meaningful role in gifted identification as well as accessing gifted programming for P-12 students. Available social capital and cultural capital influence the ways in which family members of gifted students navigate the identification process. For many families, this includes knowing who to ask for support, what questions to ask, and pursuing resources outside of the school or district with their own time and money. The lack of transparency regarding gifted identification combined with a lack of teacher training and inadequate policy lead to a murky identification process which negatively impacts BIPOC students and must be scrutinized to make gifted education more accessible via revised policy and updated, inclusive identification practices.
- 일반주제명
- Gifted education.
- 일반주제명
- Education policy.
- 일반주제명
- Gender studies.
- 키워드
- White peers
- 기타저자
- University of Minnesota Educational Policy and Administration
- 기본자료저록
- Dissertations Abstracts International. 85-03A.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.